This thesis is based on the belief that taking an interdisciplinary approach to an education can expand learners' engagements in art making, while also supporting core academic learning. Also, this thesis is approached from the perspective that making interdisciplinary connections between art and music is important due to their commonalities and varied sensory explorations, which expands students'
multidimensional sensory awareness and facilitates deeper learning. This thesis project is aimed at investigating these topics and stems from the author's experiences as both a visual artist and musician and from her positive experiences with interdisciplinary learning as a student.
The thesis research analyzes and reflects on a mix of literature topics pertaining to interdisciplinary art education and interdisciplinary connections between the visual arts and music and between the arts and other subjects in the academic mix. This investigation looks at the integration of music as inspiring the art making process, and as a tool to motivate and bridge learning. The examination of collected research in alignment to the thesis project employs a philosophical-research approach. Another key method of investigation for the thesis project is action research (May, 1993). This method of inquiry
is used to guide the thesis project and to inform the author's future art teaching. Her action research took the form of developing, teaching. and reflecting upon her teaching of an interdisciplinary art lesson with music informing the artmaking process. Additional sample interdisciplinary lessons that she developed, taught, and present in this thesis adventure into the academic mix (social studies, science, and math). The documentation of these implemented lessons presents an interweaving of subjects, as a method of strengthening students' learning experiences, in both the studio classroom and in the academic arena. The assembled data exhibits evidence in support of the value of the on going refinement of the author's interdisciplinary lesson planning and authentic
acknowledgements of interdisciplinary curriculum duets of art and music and with the academic mix, and it results in future goals for her professional initiatives and growth in this area.
This study demonstrates the value an interdisciplinary approach can bring to the studio classroom, specifically when connecting to music and with the academic mix This thesis suggests that the visual ans should not bean isolated subject,but rather by making interdisciplinary connections to music and to core academic subjects, students experience valuable learning connections and vice versa. The information available in this study can assist art teachers, academic teachers, and school administrators in recognizing how interdisciplinary art education can deepen students' leaning.
